department of education and training education adjustment plans eaps

DEPARTMENT OF EDUCATION AND TRAINING www.det.nt.gov.au

Education Adjustment PlansEAPs


The Purpose

To enable educators, families and learners to jointly develop appropriate adjustments to the

curriculum- based on the Northern Territory Curriculum Framework and

Northern Territory Certificate of Education, taking into consideration the needs of the

learner.


The EAP is part of the obligations of Schools

“All students have the right to appropriate assessment and the development of an individualised education adjustment plan, which is negotiated and reviewed annually” and School Principals “ensure that the school develops, implements, evaluates and reviews the Education Adjustment Plan for the student” (DET Students with Disabilities Policy 2008).


Key Points

• The EAP is part of a collaborative, ongoing five stage process

• The EAP is not a plan of total instruction for students. Other curriculum areas are covered in the general programming of the class, records of which are kept by the class teacher.


Stages of an EAP

Stage 1

Stage 2

Stage 3Stage 4

Stage 5


Stage 1

Information Gathering


Stage 1 - Establish and brief the ‘Student Support Team’

• Student Support Team

– All persons who regularly work with the student

– Core team members

– Other stakeholders


Stage 1 - Baseline Information

• Information gathered could include:– level of competence across the learning areas- NTCF – data from past EAP’s– NAPLAN data– assessments-diagnostic and standardised – student work samples– preferred learning style – talents, interests and aspirations – the need for specialized equipment and/or resources. – school based assessments: e.g. Torch, Neales Analysis,

ESL assessments, Sensory Profiles, etc– Special Needs Profile data


Stage 2

EAP Meeting


Stage 2: EAP Meeting

• Prepare the team

– Review previous information

– Ensure all stakeholders are invited and informed

• Ensure a successful EAP meeting by:

– having an agenda and following it

– ensuring all participants have the opportunity to contribute

– keeping the meeting short

– keeping paperwork to a minimum

– documenting information in an easily understood format which is available to all involved


Stage 2: EAP Meeeting

• Outcomes of the EAP meeting should include:

– clarification of family expectations and future aspirations

– prioritized learning for the next six months (goals)

– identification of environments where the learning will occur

– identification of teaching and learning strategies

– identification of individual team member responsibilities

– date of review and additional tasks (e.g., transition preparation).


Stage 3

Designing the Learning Journey (EAP)


Stage 3 – Designing the Learning Journey

• The EAP should:

– be holistic

– reflect high expectations for the student

– support high achievement by the student

– detail educational provision that is different or additional from other students

– be a working document

– be connected to the class teachers program and the curriculum

– be accessible, achievable, manageable and understandable to all involved in the process.


Stage 3: Designing the Learning Journey

• An EAP should identify

– the student's strengths, interests motivations, hopes and dreams

– current concerns, needs and barriers to learning

– what adjustments/accommodations need to be made, so the student access and participate

– what teaching strategies will be used?

– what assessments are appropriate?

– parent input, student input and relevant information about social, emotional and behavioural issues

– any agreed actions.



• Goals need to:

– identify the student 's targeted learning outcome e.g., skill, activity, knowledge (clear description of the end point)

– outline the condition/s where the student will demonstrate the learning outcome e.g., using a visual timetable, with verbal prompting or which specialized equipment will be used, the activity, or the environment

– set criterion or standard which will demonstrate that the learning outcome has been achieved e.g., the number correct, the level of accuracy, the period of time, the amount of support required, types of support, e.g.: on 3 out of 5 occasions, over a 4 week period…with verbal prompts…



Writing Goals


Sample Goal 1

To develop keyboarding skills of 20 words per minute with 80% accuracy during...class, using one handed typing

program and a small keyboard.


Sample Goal 2

Using picture recipe cards to independently prepare three different snacks in home economics class.



• Resources need to be linked to the strategies and adjustments identified in the EAP.

• Consider the frequency of implementation, plan for reducing the level of support and increasing independence and plan for data collection.

• Consider the types of teaching and learning adjustments that can be made and incorporated into class teacher programs:

• quality teaching practices


Reasonable AdjustmentsChanges and / or alterations to provide an equal opportunity in relation to access, participation and achievement for a learner with a disability Adjustments can be categorised into 4 areas:

Presentation: assessment, teaching and learning may include

Response:learners could respond in a variety of ways

Setting:assessment, teaching and learning may occur in different settings

Timing:adjustments may need to be made to the time allocation for assessment, teaching and learning activities

•alternating new learning with opportunities for practice•repeating instructions•cue cards•tapes, videos, DVDs•reading aloud•large print•magnification devices•interpreters•signing•braille

•verbally•by drawing•by using word processors•through photos•with videos•by another person scribing•using model making•using voice activated software•by signing•through a communication devise•using a braille machine

•in small groups•in class with peer support•in a separate venue or room•with additional equipment such as sloping desk-top or thicker pencils

•extend the waiting time for answers•extend the time to complete tasks•reduce the number of tasks•alter the time of day the task is done•allow breaks during the activity


Stage 4

Implementation


Stage 4: Implementation

• Data collection

– Data collected should be the minimum necessary to provide regular, effective monitoring, it needs to be accurate and sufficient to determine effectiveness and highlight changes that may be necessary.

• Monitor progress

– Collecting the data provides the means for assessing student progress and effectiveness.

– Data should be reviewed by classroom teacher, special education teacher and SESO/SESA, regularly (e.g. every 6 weeks) to determine if changes need to be made to the EAP.


Stage 5

Evaluation


Stage 5: Evaluation

• The evaluation stage:– contributes valuable information for future

planning – serves as the basis for reporting to team

members, including parents – enables new priorities to be considered as part

of the continuing EAP process. – To be shared across the team


Stage 5: Evaluation

• EAP effectiveness needs to be evaluated in terms of:– student performance – implementation issues (e.g., time or staffing

available) – team coordination issues – additional outcomes:

• positives (e.g., enhanced social skills) • negatives (e.g., time required to complete task).


For Information or Support

• See the examples on staff site.

• Contact you Education Advisor at Student Services Division. 08 8999 8787or 08 8999 4242

department of education and training education adjustment plans eaps

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